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ERIC Number: ED542298
Record Type: Non-Journal
Publication Date: 2012-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1324-9320
Developing an Inclusive Democratic Classroom "in Action" through Cooperative Learning
Ferguson-Patrick, Kate
Australian Association for Research in Education (NJ1), Paper presented at the Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting (Sydney, New South Wales, Dec 2-6, 2012)
This paper examines how Cooperative learning (CL) and democracy can be examined in relation to one another. CL supports a social constructivist view of students learning together to form knowledge through direct interaction. The overriding benefits of CL are that that it is an effective strategy for maximising both social and academic learning outcomes of all, because it focuses on developing positive relationships between students, improving their social skills. This promotes positive social and emotional development and lays the foundations for wellbeing and good mental health. It is precisely this inclusive pedagogy that encourages a democratic classroom environment and a resultant pedagogy that ensures all students' learning will be considered. A democratic society needs students who are respectful and have a sense of justice so teachers who use this pedagogy help to promote such students. This study clarified the relationship between components of CL and the development of a democratic classroom, particularly the notion of inclusive practice for all which is developed through CL. It also examines how one teacher developed an inclusive democratic classroom "in action" through cooperative learning. It explores Jill's understandings of CL and how these relate to the development of her inclusive democratic classroom and to her developing a democracy stance. Her reflective diary, interview comments, action plans and classroom observations are analysed in this case study approach to demonstrate how her "stance" was strengthened and how she developed a tolerant, respectful and inclusive classroom culture. Teachers, like Jill who develop this stance can build this democratic class culture and ensure all students are included. (Contains 2 tables.)
Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Australian Association for Research in Education (AARE)
Identifiers - Location: Australia